Graduate Catalog

Early Childhood/Elementary

Lewis & Clark offers an outstanding 13 to 14-month program that leads to an initial teaching license and a master's degree. Our preservice program for new teachers emphasizes the following:

  • Dynamic learning environments that foster caring, equity, and inclusion and promote diverse perspectives.
  • Classroom experiences characterized by intellectual debate, a rigorous learning atmosphere, intellectual growth, and a dedication to social justice.
  • Educational experiences that cultivate connections between learners and their communities.
  • School and classroom environments designed to eliminate the impact of societal and institutional barriers to academic success and personal growth for all students.
Scholarships and Grants

Various scholarships are available to preservice teacher education students. Information about the application and selection process for these funds is available online.

About the Oregon Initial I Teaching License

Candidates seeking a license to teach in Oregon who successfully complete any of the licensure options offered by Lewis & Clark and all state-required tests receive institutional recommendation to the Oregon Teacher Standards and Practices Commission (TSPC).

Applying for Licensure

Candidates must apply for a license directly to TSPC by submitting the appropriate forms, fees, test scores, and transcripts. Information about filing for a license is available from Lewis & Clark's K-12 Educational Career and Licensing Services Office.

Accreditation

Lewis & Clark's graduate programs leading to licensure and endorsement are approved by the National Council for Accreditation of Teacher Education (NCATE) and the Oregon Teacher Standards and Practices Commission (TSPC).

Master of Arts in Teaching With Initial Teaching License, Early Childhood/Elementary Authorizations

Lewis & Clark offers a full-time, 13- to 14-month program for beginning educators in early childhood/elementary education. The program is organized around a year of supervised teaching in a Portland-area school, combined with coursework on campus and additional practicum experiences. The Early Childhood/Elementary Program prepares students for an Oregon Initial I Teaching License to teach multiple subjects to children in prekindergarten through grade 8. School placements provide a complete year of experience with children from diverse backgrounds.

M.A.T. Degree Requirements

A minimum of 40 semester hours, distributed as follows, and all required tests:

Course Requirements
First Summer
ED 550Social, Historical, and Ethical Perspectives on Education*2
ED 559Math for Early Childhood*2
ED 561Child Development and Learning*2
ED 568The Arts, Culture, and Creativity*1
ED 569Health and Physical Education*1
SCI 580Teaching Children About the Natural World*2
ESOL 540Culturally Responsive Teaching and Learning in the Classroom*2
Fall Semester
ED 511Field Observation (Early Childhood/Elementary)*1
ED 514Early Childhood/Elementary Field Experience I*1
ED 517Early Childhood/Elementary Field Experience Seminar I*1
ED 562Elementary School Mathematics*3
ED 563Classroom Management 1: Early Childhood/Elementary*1
ED 565Reading I: Literacy Development, Pre-K-Grade 8*2
ESOL 535AEnglish Language Learners: Theory*1
SPED 524Special Education for the General Education Teacher*1
SS 578Social Studies for Elementary Teachers*2
Spring Semester
ED 515Early Childhood/Elementary Field Experience II*2
ED 518Field Experience Seminar II (Early Childhood/Elementary)*2
ED 523Planning, Differentiation,and Assessment*1
ED 564Classroom Management 2: Early Childhood/Elementary*1
ED 566Reading II: Literacy Development, K-Grade 8*3
ESOL 535BEnglish Language Learners: Theory in Practice*1
MATH 549Algebra and Geometry for Early Childhood/Elementary Teachers*1
SPED 505Teaching Special Education Students in the General Education Classroom*1
Second Summer
ED 516Early Childhood/Elementary Field Experience III*3

Candidates continue to co-teach with mentors through the end of the pre-K-12 school year. It is expected that student teachers close out the year with their mentors. Candidates may apply for their teaching license upon completion of these courses.

*

In order for a student to be recommended for the Oregon Initial I Teaching License, all courses with an asterisk must be complete, along with one subject-area elective and all required tests.

Graduate Core Requirement

All full-time master’s degree students are required to complete three Core Units. One Core Unit is fulfilled by attending the Graduate School’s annual Convocation. Core experiences that fulfill the additional two-unit requirement are described on the Core website.


Testing Requirements

Students must pass the following tests to be eligible for a recommendation by Lewis & Clark for teacher licensure in any state. Detailed information regarding the point in the program by which each test must be passed is available in the program handbook.The required tests are:

  1. Basic Skills Test*, including reading, writing, and mathematics
  2. ORELA: Protecting Student and Civil Rights in the Educational Environment Exam
  3. NES: Elementary Test, Subtests 1 and 2

Students may view completed tests, including scores, by logging into their WebAdvisor account.

*

Students who hold a master's degree or higher prior to admission may waive the basic skills test requirement.

M.A.T. Courses

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ED 550 Social, Historical, and Ethical Perspectives on Education

Content: Critical and comprehensive review of education and schooling in American society. Considers education in its larger socioeconomic, political, ideological, and cultural contexts and examines race, class, gender, and culture in the formal educational system. Analyzes issues of goals, funding, governance, curricula, policy, staffing, and reforms both in historical and contemporary forms. Participants study education both as a microcosm of society, reflecting the larger struggles in the country, and as a quasi-autonomous entity.
Prerequisites: None.
Restrictions: Admission to a preservice teacher education program.
Credits: 2 semester hours.

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ED 559 Math for Early Childhood

Content: Introduction to mathematical concepts for grades pre-K through three including number and operations, geometry, and measurement in a problem-solving context. Individually and culturally responsive mathematics instructional strategies and assessments for early childhood are examined and demonstrated throughout the course. Course content is aligned to Oregon standards and current national recommendations including the Principles and Standards from the National Council of Teachers of Mathematics and the Common Core State Standards. Children's literature will be integrated as it pertains to the content of this course.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 2 semester hours.

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ED 561 Child Development and Learning

Content: Discussion, critique, and application of theories of child development and learning. Through case studies, cultural narratives, theoretical constructs, and research, participants explore children's development within diverse cultural and family systems, including the cognitive, affective, psychological, social, moral, identity, and physiological domains. Topics include multiple intelligences and ways of knowing, creativity, and motivation, as well as the influences of social, cultural, linguistic, familial, and institutional factors on children's development and learning.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program or consent of instructor.
Credits: 2 semester hours.

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ED 568 The Arts, Culture, and Creativity

Content: Participants explore how students and educators think about and engage in the arts in connection with other areas of learning and development. Through creative, constructivist experiences, participants explore concepts such as patterns, pitch, texture, line, narration, and color within the fields of music, visual arts, storytelling, and movement, enacted within different cultural perspectives. Emphasis on creativity, process, and understanding the nature and value of the arts in human lives and cultures.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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ED 569 Health and Physical Education

Content: Age-appropriate skill and fitness development, practical use of the gym and equipment, personal safety, wellness, and nutrition. Topics include methods of assessing physical education skills and integrating physical education and health into the math and language arts curriculum.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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SCI 580 Teaching Children About the Natural World

Content: Promoting children's understanding of the natural world using everyday materials and observations of living things in the local environment. Participants examine their own, as well as children's, intuitive science notions, while learning to craft safe classroom inquiries and field investigations. The course focuses attention on children's use of language in the context of learning about science and nature as well as the development of inquiry skills.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 2 semester hours.

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ESOL 540 Culturally Responsive Teaching and Learning in the Classroom

Content: This course focuses on culturally responsive ways in which graduate students' culture and race intersect with diverse students and families in the context of school and community. Class content centers on key elements impacting teaching and learning, including race, culture, and language, which will be examined through the lens of classroom practice, school engagement, and community resources that support student and family assets. Through readings, documentary film, and visits to schools and community centers students gain knowledge about the lived reality of racially, culturally, and linguistically diverse students and families. Students develop strategies to work with significant people in the child's environment in order to support and encourage success in schools. Participants examine barriers to family involvement and learn strategies to encourage the development of positive working relationships between home and school. Topics for readings and discussion include, race, socio-economics, language, social and cultural capital, language, and immigration.
Prerequisites: None.
Credits: 2 semester hours.

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ED 511 Field Observation (Early Childhood/Elementary)

Content: This course provides candidates in the Early Childhood/Elementary Preservice Program opportunities to observe teaching and learning in a variety of school contexts. Students will attend guided visits to schools with different demographics and program models in order to better understand the range of environments in which teaching and learning take place in local communities.
Prerequisites: None.
Corequisites: ED 514.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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ED 514 Early Childhood/Elementary Field Experience I

Content: Part-time student teaching experience in an elementary classroom. In addition to observing classroom instruction, the student teacher-intern serves as apprentice to the mentor teacher by providing assistance at the teacher's direction and working with individuals and small groups of students. Student teacher-interns also observe and work with small groups at their second authorization level according to the guidelines in the Early Childhood/Elementary program handbook.
Prerequisites: None.
Corequisites: ED 517.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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ED 517 Early Childhood/Elementary Field Experience Seminar I

Content: Reflective discussions of teaching, learning, and assessment practices in diverse contexts.
Prerequisites: None.
Corequisites: ED 514.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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ED 562 Elementary School Mathematics

Content: Introduction to mathematical concepts for grades three through six including rational numbers, proportional reasoning, geometry, and measurement in a problem-solving context. Students will examine and demonstrate individually and culturally responsive mathematics instructional strategies and assessments for elementary grades. Course content is aligned to Oregon standards and current national recommendations including the Principles and Standards from the National Council of Teachers of Mathematics and the Common Core State Standards.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program or consent of instructor .
Credits: 3 semester hours.

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ED 563 Classroom Management 1: Early Childhood/Elementary

Content: Creating a community of support in the classroom. Emphasizes understanding students' personal needs, creating positive teacher-student and peer relationships, creating classroom rules and procedures within a democratic learning community, and responding to minor behavior problems.
Prerequisites: None.
Restrictions: Admission to the Early Childhood/Elementary Preservice Program.
Credits: 1 semester hour.

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ED 565 Reading I: Literacy Development, Pre-K-Grade 8

Content: Literacy processes and children's language and literacy development from birth through the middle grades. Focus is on theoretical foundations of literacy, meaning construction across-symbol systems, early reading and writing behavior, meaningcentered instructional practices, and basic knowledge and instructional practices relating to word recognition skills and comprehension processes. Introduces students to a range of individually and culturally responsive instructional assessment approaches and materials to promote literacy learning, as well as the concept of media literacy. Children's literature will be integrated as it pertains to the content of this course.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 2 semester hours.

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ESOL 535A English Language Learners: Theory

Content: This course is designed to prepare pre-K-12 preservice teachers for meeting the linguistic and academic needs of English Language Learners by providing an overview of language acquisitions theory and program components. Teachers will also identify resources (personnel and materials) to effectively serve linguistically diverse populations.
Prerequisites: None.
Restrictions: Enrollment in a preservice teacher education program.
Credits: 1 semester hour.

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SPED 524 Special Education for the General Education Teacher

Content: Inclusion of special education students in general education classrooms for a significant portion of the school day is a common enough practice to be considered a national trend. Special education students can bring challenges to the classroom teacher in all areas of educational practice, perhaps most specifically in instruction and management. This course will focus on the policy and procedures that govern special education and the adaptations in classroom practice necessary to ensure their success.
Prerequisites: ED-561.
Corequisites: ED-514.
Credits: 1 semester hour.

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SS 578 Social Studies for Elementary Teachers

Content: Understanding and applying inquiry and assessment within a social and cultural framework that leads to thematic curriculum development for pre-K through middle school. Participants explore children's intuitive notions and reasoning about social, cultural, and geographic worlds from developmental, social, historical, and cultural perspectives. Topics include intercultural communication and the traditions and contributions of various groups to American culture, diversity, democracy, and civic life, with special focus on Oregon and the Northwest. Students are guided in teaching and assessment practices that draw from children's questions and interests. Children's literature will be integrated as it pertains to the content of this course.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Preservice Program.
Credits: 2 semester hours.

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ED 515 Early Childhood/Elementary Field Experience II

Content: Intensive student teaching experience. Each student teacher-intern assumes full-time teaching responsibility under the supervision of a mentor teacher and a Lewis & Clark faculty supervisor. This experience builds on the student teaching begun during the previous semester. Student teacher-interns also complete observations at their second authorization level according to the guidelines in the program handbook.
Prerequisites: ED 514.
Corequisites: ED 518.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 2 semester hours.

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ED 518 Field Experience Seminar II (Early Childhood/Elementary)

Content: Reflective discussion of teaching, learning, and assessment practices in diverse contexts as well as school law, child abuse, and discrimination.
Prerequisites: None.
Corequisites: ED 515.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 2 semester hours.

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ED 523 Planning, Differentiation,and Assessment

Content: In-depth examination of the relationships between planning, differentiation, and assessment. Focus on individually and culturally responsive approaches to teaching and learning. Topics include implementing backward design, utilizing a variety of instructional strategies, and using differentiated kinds of formative/summative assessment.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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ED 564 Classroom Management 2: Early Childhood/Elementary

Content: Major emphasis on resolving behavior problems that occur in the classroom, working with students' families, and developing individual behavior plans for students who demonstrate serious and ongoing behavior problems. Includes a focus on culturally sensitive classroom management.
Prerequisites: None.
Restrictions: Admission to the Early Childhood/Elementary Preservice Program.
Credits: 1 semester hour.

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ED 566 Reading II: Literacy Development, K-Grade 8

Content: Continuation of ED 565. Focus on individually and culturally responsive curriculum and instructional practices for literacy development in grades K-8. Gives increased attention to fluent readers, instruction in the intermediate and middle grades, classroom organization and implementation, methods for assessing students' reading and writing performance, diagnosis of individual needs, and strategies for linking assessment results with appropriate curriculum and instruction across the content areas.
Prerequisites: None.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 3 semester hours.

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ESOL 535B English Language Learners: Theory in Practice

Content: This course is designed to prepare p-K-12 preservice teachers for meeting the linguistic and academic needs of English Language Learners by providing an overview of language acquisitions theory and program components. Teachers will also identify resources (personnel and materials) to effectively serve linguistically diverse populations.
Prerequisites: ESOL 535A.
Credits: 1 semester hour.

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SPED 505 Teaching Special Education Students in the General Education Classroom

Content: Understanding the requirements of special education legislation litigation, and specially designed research-based instruction is an essential first step in the process of ensuring that general education classrooms provide appropriate instruction for special education students. The goals of this course will be to translate education policies and procedures into effective classroom practice. Particular emphasis will be placed on providing appropriate information for student Individual Education Plans (IEPs), interpreting IEPs for students in your classroom, and the processes, procedures, and techniques for providing appropriate adaptations for all students with disabilities.
Prerequisites: SPED 524.
Corequisites: ED 515.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 1 semester hour.

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MATH 549 Algebra and Geometry for Early Childhood/Elementary Teachers

Content: Explores older children's development of mathematical concepts. Promotes a problem solving stance, through which students explore a wide range or topics--including proportional reasoning, data analysis, algebraic thinking, and geometry. Priority is placed on ideas that serve as capstones of elementary mathematics as well as cornerstones of secondary mathematics, with an emphasis on developing strategies for equitable teaching of algebra to all students.
Prerequisites: None.
Restrictions: Admission to the Early Childhood/Elementary Program or consent of instructor required.
Credits: 1 semester hour.

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ED 516 Early Childhood/Elementary Field Experience III

Content: Conclusion of intensive student teaching experience, building on and concluding the teaching begun during previous semesters. Each student teacher-intern completes required full-time teaching responsibility under the supervision of a mentor teacher and a Lewis & Clark faculty supervisor. Student teacher-interns also complete observation and teaching at their second authorization level.
Prerequisites: ED 514, ED 515.
Restrictions: Admission to Early Childhood/Elementary Program.
Credits: 3 semester hours.